Technology-Enhanced Learning Environments to Support Students' Argumentation

Technology-enhanced learning environments offer a range of features to facilitate active learning through evidence-based argumentation (e.g., Fabos & Young, 1999; Kollar et al., 2005; Marttunen & Laurinen, 2001; Pea, 1994; Roschelle & Pea, 1999; Schellens & Valcke, 2006). This chapter examines the affordances of these environments, the research behind their development, and the expected benefit of technology-enhanced argumentation. We discuss environments specifically developed for science education as well as other environments that have strong relevance for argumentation in science education. We organize our discussion around two main categories of support for argumentation: facilitating collaborative argumentation and facilitating the construction of individual arguments and contributions. After discussing representative features for supporting argumentation within online environments, we discuss the integration of subsets of these features within four environments in alignment with the specific pedagogical goals and theoretical commitments of their developers. Finally, we discuss future directions for research on argumentation and learning in technology-enhanced environments.

[1]  M. Linn,et al.  Computers, Teachers, Peers: Science Learning Partners , 2000 .

[2]  Armin Weinberger,et al.  Scripts for Computer-Supported Collaborative Learning , 2003 .

[3]  P. Dillenbourg,et al.  Three worlds of CSCL: Can we support CSCL? , 2002 .

[4]  S. Hsi,et al.  Productive Discussion in Science: Gender Equity Through Electronic Discourse , 1997 .

[5]  Miika Marttunen,et al.  Learning of argumentation skills in networked and face-to-face environments , 2001 .

[6]  Uwe Oestermeier,et al.  Verbal and visual causal arguments , 2000, Cognition.

[7]  Hans-Rüdiger Pfister,et al.  How to Support Synchronous Net-Based Learning Discourses: Principles and Perspectives , 2005 .

[8]  Douglas B. Clark,et al.  Analyzing the quality of argumentation supported by personally-seeded discussions , 2005, CSCL.

[9]  R. Sternberg.  Advances in the psychology of human intelligence , 1982 .

[10]  Christopher R. Wolfe.  Homespun Hypertext: Student-Constructed Hypertext as a Tool for Teaching Critical Thinking , 1995 .

[11]  Karsten Stegmann,et al.  Facilitating argumentative knowledge construction with computer-supported collaboration scripts , 2007, Int. J. Comput. Support. Collab. Learn..

[12]  Gijsbert Erkens,et al.  Computer Support for Collaborative and Argumentative Writing , 2002 .

[13]  Douglas B. Clark,et al.  Personally‐Seeded Discussions to Scaffold Online Argumentation , 2007 .

[14]  Daniel D. Suthers,et al.  Learning by Constructing Collaborative Representations: An Empirical Comparison of Three Alternatives. , 2001 .

[15]  Jerry Andriessen,et al.  Collaborative learning through computer-mediated argumentation , 1999, CSCL.

[16]  Douglas B. Clark,et al.  Assessing Dialogic Argumentation in Online Environments to Relate Structure, Grounds, and Conceptual Quality , 2008 .

[17]  R. Joiner,et al.  The effects of communication medium on argumentation and the development of critical thinking , 2003 .

[18]  Merrilee H. Salmon,et al.  Reasoning in Conversation , 1993 .

[19]  Elizabeth Engel Clough,et al.  Secondary Students' Conceptions of the Conduction of Heat: Bringing Together Scientific and Personal Views. , 1985 .

[20]  D. Kuhn,et al.  Cognition, Perception, and Language , 1997 .

[21]  Iris Tabak,et al.  Synergy: A Complement to Emerging Patterns of Distributed Scaffolding , 2004, The Journal of the Learning Sciences.

[22]  Lieven Verschaffel,et al.  Powerful learning environments : unravelling basic components and dimensions , 2003 .

[23]  Marcia C. Linn,et al.  Internet Environments for Science Education , 2004 .

[24]  Brian J. Reiser,et al.  Why scaffolding should sometimes make tasks more difficult for learners , 2002, CSCL.

[25]  Marcia C. Linn,et al.  Scaffolding scientific discussion using socially relevant representations in networked multimedia , 1998 .

[26]  Heinz Mandl,et al.  Scripting Argumentative Knowledge Construction in Computer-Supported Learning Environments , 2007 .

[27]  B. Rogoff.  Cognition as a collaborative process. , 1998 .

[28]  Päivi Häkkinen,et al.  Specifying computer-supported collaboration scripts , 2007, Int. J. Comput. Support. Collab. Learn..

[29]  Iris Tabak.  Unraveling the development of scientific literacy: Domain-specific inquiry support in a system of cognitive and social interactions , 1999 .

[30]  Heinz Mandl,et al.  Facilitating Collaborative Knowledge Construction in Computer-Mediated Learning Environments with Cooperation Scripts , 2005 .

[31]  Donald A. Norman,et al.  Things that make us smart , 1979 .

[32]  Janet L. Kolodner,et al.  Roles of a case library as a collaborative tool for fostering argumentation , 1997, CSCL.

[33]  William A. Sandoval,et al.  Conceptual and Epistemic Aspects of Students' Scientific Explanations , 2003 .

[34]  E. Lewis,et al.  Conceptual change among middle school students studying elementary thermodynamics , 1996 .

[35]  Jerry Andriessen,et al.  Effects of synchronous and asynchronous CMC on interactive argumentation , 2007, CSCL.

[36]  Pierre Dillenbourg,et al.  Over-scripting CSCL: The risks of blending collaborative learning with instructional design , 2002 .

[37]  M. Baker,et al.  Computer-Mediated Epistemic Dialogue: Explanation and Argumentation as Vehicles for Understanding Scientific Notions , 2002 .

[38]  Paul J. Feltovich,et al.  Categorization and Representation of Physics Problems by Experts and Novices , 1981, Cogn. Sci..

[39]  Alejandra Martínez-Monés,et al.  From Mirroring to Guiding: A Review of State of the Art Technology for Supporting Collaborative Learning , 2005, Int. J. Artif. Intell. Educ..

[40]  John D. Bransford,et al.  The Jasper Project: Lessons in Curriculum, Instruction, Assessment, and Professional Development , 1997 .

[41]  Locke M. Carter,et al.  Argument in hypertext: Writing strategies and the problem of order in a nonsequential world , 2003 .

[42]  Marlene Scardamalia,et al.  Computer Support for Knowledge-Building Communities , 1994 .

[43]  Selma Leitão,et al.  The Potential of Argument in Knowledge Building , 2000, Human Development.

[44]  J. Roschelle,et al.  Trajectories from today's WWW to a powerful educational infrastructure , 1999 .

[45]  Tammy Schellens,et al.  Fostering knowledge construction in university students through asynchronous discussion groups , 2006, Comput. Educ..

[46]  Brigid Barron.  When Smart Groups Fail , 2003 .

[47]  Ann L. Brown,et al.  How people learn: Brain, mind, experience, and school. , 1999 .

[48]  Armin Weinberger,et al.  Scripts for Computer-Supported Collaborative Learning , 2003 .

[49]  Philip Bell,et al.  Using argument representations to make thinking visible for individuals and groups , 1997, CSCL.

[50]  Jeroen Janssen,et al.  Automatic coding of communication in collaboration protocols , 2006 .

[51]  Michelle D. Young,et al.  Telecommunication in the Classroom: Rhetoric versus Reality , 1999 .

[52]  Shirley Simon,et al.  Enhancing the quality of argumentation in school science , 2004 .

[53]  Peter Gerjets,et al.  Instructional design for effective and enjoyable computer-supported learning , 2006, Comput. Hum. Behav..

[54]  Deanna Kuhn,et al.  Arguing on the computer , 2005, CSCL.

[55]  Colin Potts,et al.  Design of Everyday Things , 1988 .

[56]  Hans Spada,et al.  Barriers and Biases in Computer-Mediated Knowledge Communication , 2010 .

[57]  D. Kuhn,et al.  Effects of Dyadic Interaction on Argumentive Reasoning , 1997 .

[58]  Carolyn Penstein Rosé,et al.  Supporting CSCL with automatic corpus analysis technology , 2005, CSCL.

[59]  David F. Treagust,et al.  Investigating a grade 11 student's evolving conceptions of heat and temperature , 1999 .

[60]  E. Hutchins.  Cognition in the wild , 1995 .

[61]  A. King.  Scripting Collaborative Learning Processes: A Cognitive Perspective , 2007 .

[62]  P. Coirier,et al.  Foundations of argumentative text processing , 2000 .

[63]  Roy D. Pea,et al.  Research news and Comment: Trajectories From Today’s WWW to a Powerful Educational Infrastructure , 1999 .

[64]  G. Sullivan,et al.  Heat and temperature. , 2022, BJA education.

[65]  A. Veerman.  Constructive Discussions through Electronic Dialogue , 2003 .

[66]  M. Linn,et al.  Scientific arguments as learning artifacts: designing for learning from the web with KIE , 2000 .

[67]  Miika Marttunen.  Commenting on Written Arguments as a Part of Argumentation Skills — comparison between students engaged in traditional vs on‐line study , 1992 .

[68]  Frank Fischer,et al.  Scripting Computer-Supported Collaborative Learning : cognitive, computational, and educational perspectives , 2007 .

[69]  E. Cohen.  Restructuring the Classroom: Conditions for Productive Small Groups , 1994 .

[70]  Heinz Mandl,et al.  Scripting Computer-Supported Collaborative Learning , 2007 .

[71]  James D. Slotta,et al.  Internal and external collaboration scripts in web-based science learning at schools , 2005, CSCL.

[72]  Iris Tabak,et al.  The Teacher as Partner: Exploring Participant Structures, Symmetry, and Identity Work in Scaffolding , 2004 .

[73]  R. Driver,et al.  Children's Ideas in Science , 1985 .

[74]  M. Linn,et al.  Teaching science through online, peer discussions: SpeakEasy in the Knowledge Integration Environment , 2000 .

[75]  Friedrich W. Hesse,et al.  Discussion: Being Told to Do Something or Just Being Aware of Something? An Alternative Approach to Scripting in CSCL , 2007 .

[76]  F. Fischer,et al.  A framework to analyze argumentative knowledge construction in computer-supported collaborative learning , 2006, Comput. Educ..

[77]  W. Sandoval,et al.  Explanation-Driven Inquiry: Integrating Conceptual and Epistemic Scaffolds for Scientific Inquiry , 2004 .

[78]  Michelene T. H. Chi,et al.  Expertise in Problem Solving. , 1981 .

[79]  S. Toulmin.  The uses of argument , 1960 .

[80]  P. Dillenbourg,et al.  Elaborating New Arguments Through a CSCL Script , 2003 .

[81]  M. Baker.  COMPUTER-MEDIATED ARGUMENTATIVE INTERACTIONS FOR THE CO-ELABORATION OF SCIENTIFIC NOTIONS , 2003 .

[82]  G. Hegel,et al.  Wissenschaft der Logik , 1812 .

[83]  Ronald R. Schmeck,et al.  Individual differences in cognition , 1983 .

[84]  Roy D. Pea,et al.  Seeing What We Build Together: Distributed Multimedia Learning Environments for Transformative Communications , 1994 .

[85]  Douglas B. Clark,et al.  WISE design for knowledge integration , 2003 .

[86]  Jeroen Janssen,et al.  Visualization of agreement and discussion processes during online collaborative learning , 2006 .

[87]  Karsten Stegmann,et al.  Scripting argumentation in computer-supported learning environments , 2004 .

[88]  Michael J. Baker,et al.  Arguing to Learn: Confronting Cognitions in Computer-Supported Collaborative Learning Environments , 2003 .

[89]  Jeroen Janssen,et al.  Visualizing participation to facilitate argumentation , 2006 .

[90]  F. Fischer,et al.  Fostering collaborative knowledge construction with visualization tools , 2002 .

[91]  J. Osborne,et al.  Establishing the norms of scientific argumentation in classrooms , 2000 .

[92]  F. H. van Eemeren,et al.  A glance behind the scenes: The state of the art in the study of argumentation , 2003 .

[93]  F. Fischer,et al.  Epistemic and social scripts in computer–supported collaborative learning , 2005 .

[94]  William A. Sandoval,et al.  The Quality of Students' Use of Evidence in Written Scientific Explanations , 2005 .